*PLEASE REFER TO THE "BREAKOUT 4" RTF DOCUMENT UNDER "RESPONSIBILITIES DIVIDED" LINK TO LEFT FOR UPDATED BREAKOUT INFORMATION*
*THIS WIKI IS STILL IN ITS "VIRGIN" FORM* [Alaina 5/30/2009]
Use a rubric to purposefully plan instruction and incorporate meaningful strategies.
Understand how to give and gain appropriate feedback
Activities:
Pre-Activity: (15 minutes) Facilitator: Pull parking lot questions around video from Day 1and answer any questions that may not be answered during this breakout activity.
Conversations and brainstorming around ambiguous language- defining “discussion” and “interaction”
Tabbed Spiral- with Technical Tips - Getting Video Feedback that will drive you crazy vs. that which will guide you to evidence of learning/standards based teaching
Critical Friends Protocol for watching videos
1. "Why Video?"- (5 minutes) Materials:? Facilitator Instructions? Est. Time?
This seems like a power point slide or a statement, this is information for the participants. We could make this part of an ongoing power point or part of the information that goes in the binder. Julie
All candidates are asked to submit video recordings in two or more of the portfolio entries. It is important to remember that the purpose of the video is to provide an authentic view of your teaching practice. Since assessors are not able to visit your classrooms in person, a video recording is the only indication of how you interact with students, the climate you create in the classroom, and the ways in which you engage your students in learning. A picture is "worth a thousand words" in conveying to others your practice, the decisions you make, and your relationships with students. However, it is not the picture alone that assessors will be looking to score. Your written commentary must reflect what is seen in the video, as it is in the writing that assessors will be able to gather evidence of your rationales for each of your teaching decisions. You must make for assessors the "invisible" "visible" through your written description, analysis and reflection.
Dispel Myths from Video-
We discussed dispelling myths of the process several ways and I think it just landed here. I seem to remember that we thought it was a good idea to dispel some of the myths, we just couldn't find where and how to make it work. Julie
2."Practice Makes Progress"- (5 minutes) Materials:? Facilitator instructions? Est. Time?
This is similar to #1 above, info. they need to have.
At first, your video experience may present a highly inauthentic view of your teaching. When a video camera is placed in the room for the first time, you and your students will most likely behave differently. Some will be quiet and hide from the camera, while others will likely "ham it up" at the first opportunity to become the star of your movie. You as the teacher may also find yourself behaving differently, perhaps more formally than you would if you were not being filmed. It is normal to find the videotaping experience uncomfortable at first. It takes getting used to, and practice is the only remedy. The same can be said of students; only multiple opportunities with a video camera will enable students to behave naturally in its presence. For these reasons, it is highly advisable to practice with a video camera. Place the camera and tripod (or locate a position, for example, on top of a file cabinet) where the camera will receive a good picture of the entire classroom. Record several classes and watch them alone. You will become accustomed to how you look and sound, and you will begin to notice what the students are doing and how their learning could be improved. It is a good idea to make several practice recordings before you make any that you might want to use for your portfolio. This will enable you and your students to become familiar with both the mechanics of video recording and with maintaining a natural demeanor in front of the camera.
3. "Avoiding Technical Difficulties... In Panasonic Color!"- (20 minutes) Materials:Panasonic graphic organizer, interactive PowerPoint presentation, door-prizes. Facilitator:Using the PANASONIC organizer and PowerPoint, have participants respond to the interactive questions. The goal is for participants to use this activity to help set up a successful videotaping entry and keep the graphic organizer for this activity to reference as they need it during their candidacy process. After participants fill in all of the boxes, draw a letter and number (like BINGO) and award prizes.
4."Help! I Can't Show it All!" (20 minutes) Materials:Evaluation of Evidence Guide, Portfolio Instructions (video entry from earlier activity), highlighters, chart paper, markers, pre-made "vague" statements written on chart paper, Target graphic organizer.\
Your video is important for showing evidence that cannot be demonstrated in any other way. Video recordings are an opportunity to authenticate the following from your written commentary:
Climate and quality of your classroom environment
The characteristics and demographics of your students
Your teaching behaviors that show fairness, equity and access for all learners
Teacher-to-Student and Student-to-Student Interactions
Because assessors cannot set foot into your actual classroom environment, your video provides you with the opportunity to showcase your actions as a teacher. As educators know, one cannot tell everything there is to know about the quality of one's teaching simply by stepping into the classroom for 15-20 minutes. National Board assessors know your video only provides a "slice" of the larger scope of your teaching practice. That is why the written commentary is so important. It offers candidates the opportunity to describe those actions and explain the nuances of individual teaching decisions.
Ultimately, the video should contain more than just a demonstration of a well-crafted lesson. A well composed commentary should address the intentional effects of each instructional decision that impacts the progress of student learning towards your intended goals. This requires intentional planning on the candidate's part. Prior to the video recording of your lesson, it is important to purposefully plan for the interactions you expect and the environment you want to create in your video segment.
Activity:Tell Me More
The National Board has identified several critical links they expect to see in accomplished portfolio entries. These links are tied to the Architecture of Accomplished Teaching and are required from every certificate area. The NBPTS is looking for clear, consistent, and convincing evidence of:
Students
Goals/Learning Outcomes
Instruction
Assessment
Each certificate is specific in the types of links they require in each entry, therefore, this activity will give you an opportunity to see how they are more specifically described in the Evaluation of Evidence Guide (formally the Note Taking Guide) for your certificate area.
Pull out the Evaluation of Evidence Guide and locate the video entry you selected to review in the earlier breakout session. Note the four sections of the Evaluation of Evidence Guide and how they are divided. Generally they are divided according to: 1) Aspects of teaching; 2) Instructional links; and 3) The performance as a whole. Annotate/highlight the types of evidence, or ways in which they ask for evidence in the video entry.
2. Get Specific.Facilitator:Post chart paper on the wall with "vague" statements that demonstrate evidence of student learning.
All students had equal access to the materials.
Students were more confident as a result of the lesson.
Students were engaged and motivated to learn.
Students' families in the activities from the beginning.
Students met the goals set for this sequence.
3. Debrief first with a discussion about what conversations ensued while revising the evidence statements on the poster.
4. Get focused! Facilitator: using the target graphic, complete the portions outlined below.
Center-Using the lesson from the walk through a video entry, write an evidence based statement. for example: Students were sitting up, participating and asking questions of one another, using language that was reflective of the lesson.
1st rung- Ways in which they supported or facilitated that evidence using "I" statements.
2nd rung- Why did you select this method and how does it reflect what you know about accomplished teaching, the standards, or elements of the architecture.
3rd rung- What were your goals for students learning? A clearly defined goal should be well thought out, directly linked to your students, and tied to instruction and assessment. Goals should be important and relevant, high and worthwhile, and presented in a way that reflects their importance in and beyond the academic environment. Begin with overarching goals and work towards the more specific goals for the featured lesson(s). Overarching goals should lead students to essential understandings about the world around them.
LETS MOVE THESE TO BREAKOUT 6 WITH THE ANALYSIS OF STUDENT WORK.. WHATCHA THINK? ~ Alaina agrees that, given time constraints, these might be a better fit in breakout 6. This sounds good. Julie
5. Get specific! On the graphic, be more specific about the evidence of aspects of your teaching practice that led to student-evidence in the center of the graphic. The strategies you select to help students achieve the goals should be varied and empowering for students. Assessors are not looking for the quantity of strategies, but ways in which you engage students in meaningful and empowering strategies that move them towards the goals. When you consider the instructional strategies you will employ in this entry, consider the ways in which you demonstrate the quality of classroom interactions in terms of questioning strategies, discussion protocols, and student engagement with the learning. While there is no, one, set of strategies that is effective with all students, accomplished teachers have a wide variety of strategies and know when to use them.
Note where all certificate standards and portfolio entries start...Students. This is by no accident. As you identify the instructional goals and strategies to assist students in reaching those goals, it's important that your choices demonstrate that you know your students, understand their needs, and relate to how they learn. These forms can be used to help get clear feedback on your videotaped segments. It is important to understand/clarify the difference between a "critique" and "searching for evidence in videos."
This is where the participants will create their own (target) graphic organizer. At our last meeting we thought that they should make their own because of the about of space each participant might need. I will add a sample, so that we have a visual. Julie
Breakout Title: Capturing Video Evidence
*PLEASE REFER TO THE "BREAKOUT 4" RTF DOCUMENT UNDER "RESPONSIBILITIES DIVIDED" LINK TO LEFT FOR UPDATED BREAKOUT INFORMATION**THIS WIKI IS STILL IN ITS "VIRGIN" FORM* [Alaina 5/30/2009]
VIDEO OVERVIEW:
TECHNICAL TIPS:
- Permission Forms
- Equipment
- Camera Person and Placement
- Submission Requirements
- Audio and Video Quality
- Backing up
- Digital Formats that will be supported at the retreat
HERE'S A HANDOUT THAT WOULD BE USEFUL HERE: TarylMAKING GOOD CHOICES:
- Video Requirements
- Selecting Students and Lessons to Showcase
- Evidence of Documentation (Formally known as the Note-taking guide)
- Addressing the Rubric Concepts in the Video
HERE'S A HANDOUT THAT WOULD BE USEFUL HERE: TarylVIDEO ANALYSIS:
Outcomes:
Activities:
Pre-Activity: (15 minutes)
Facilitator: Pull parking lot questions around video from Day 1 and answer any questions that may not be answered during this breakout activity.
Conversations and brainstorming around ambiguous language- defining “discussion” and “interaction”
Tabbed Spiral- with Technical Tips - Getting Video Feedback that will drive you crazy vs. that which will guide you to evidence of learning/standards based teaching
Critical Friends Protocol for watching videos
1. "Why Video?"- (5 minutes)
Materials: ? Facilitator Instructions? Est. Time?
This seems like a power point slide or a statement, this is information for the participants. We could make this part of an ongoing power point or part of the information that goes in the binder. Julie
All candidates are asked to submit video recordings in two or more of the portfolio entries. It is important to remember that the purpose of the video is to provide an authentic view of your teaching practice. Since assessors are not able to visit your classrooms in person, a video recording is the only indication of how you interact with students, the climate you create in the classroom, and the ways in which you engage your students in learning. A picture is "worth a thousand words" in conveying to others your practice, the decisions you make, and your relationships with students. However, it is not the picture alone that assessors will be looking to score. Your written commentary must reflect what is seen in the video, as it is in the writing that assessors will be able to gather evidence of your rationales for each of your teaching decisions. You must make for assessors the "invisible" "visible" through your written description, analysis and reflection.
Dispel Myths from Video-
We discussed dispelling myths of the process several ways and I think it just landed here. I seem to remember that we thought it was a good idea to dispel some of the myths, we just couldn't find where and how to make it work. Julie
2."Practice Makes Progress"- (5 minutes)
Materials: ? Facilitator instructions? Est. Time?
This is similar to #1 above, info. they need to have.
At first, your video experience may present a highly inauthentic view of your teaching. When a video camera is placed in the room for the first time, you and your students will most likely behave differently. Some will be quiet and hide from the camera, while others will likely "ham it up" at the first opportunity to become the star of your movie. You as the teacher may also find yourself behaving differently, perhaps more formally than you would if you were not being filmed. It is normal to find the videotaping experience uncomfortable at first. It takes getting used to, and practice is the only remedy. The same can be said of students; only multiple opportunities with a video camera will enable students to behave naturally in its presence. For these reasons, it is highly advisable to practice with a video camera. Place the camera and tripod (or locate a position, for example, on top of a file cabinet) where the camera will receive a good picture of the entire classroom. Record several classes and watch them alone. You will become accustomed to how you look and sound, and you will begin to notice what the students are doing and how their learning could be improved. It is a good idea to make several practice recordings before you make any that you might want to use for your portfolio. This will enable you and your students to become familiar with both the mechanics of video recording and with maintaining a natural demeanor in front of the camera.
3. "Avoiding Technical Difficulties... In Panasonic Color!"- (20 minutes)
Materials: Panasonic graphic organizer, interactive PowerPoint presentation, door-prizes. Facilitator: Using the PANASONIC organizer and PowerPoint, have participants respond to the interactive questions. The goal is for participants to use this activity to help set up a successful videotaping entry and keep the graphic organizer for this activity to reference as they need it during their candidacy process. After participants fill in all of the boxes, draw a letter and number (like BINGO) and award prizes.
Activity: Panasonic Vision
Facilitator: After this activity, pull Parking Lot questions and bring any unanswered questions to general session.
4."Help! I Can't Show it All!" (20 minutes)
Materials: Evaluation of Evidence Guide, Portfolio Instructions (video entry from earlier activity), highlighters, chart paper, markers, pre-made "vague" statements written on chart paper, Target graphic organizer. \
Your video is important for showing evidence that cannot be demonstrated in any other way. Video recordings are an opportunity to authenticate the following from your written commentary:
Because assessors cannot set foot into your actual classroom environment, your video provides you with the opportunity to showcase your actions as a teacher. As educators know, one cannot tell everything there is to know about the quality of one's teaching simply by stepping into the classroom for 15-20 minutes. National Board assessors know your video only provides a "slice" of the larger scope of your teaching practice. That is why the written commentary is so important. It offers candidates the opportunity to describe those actions and explain the nuances of individual teaching decisions.
Ultimately, the video should contain more than just a demonstration of a well-crafted lesson. A well composed commentary should address the intentional effects of each instructional decision that impacts the progress of student learning towards your intended goals. This requires intentional planning on the candidate's part. Prior to the video recording of your lesson, it is important to purposefully plan for the interactions you expect and the environment you want to create in your video segment.
Activity:Tell Me More
The National Board has identified several critical links they expect to see in accomplished portfolio entries. These links are tied to the Architecture of Accomplished Teaching and are required from every certificate area. The NBPTS is looking for clear, consistent, and convincing evidence of:
Each certificate is specific in the types of links they require in each entry, therefore, this activity will give you an opportunity to see how they are more specifically described in the Evaluation of Evidence Guide (formally the Note Taking Guide) for your certificate area.
2. Get Specific. Facilitator: Post chart paper on the wall with "vague" statements that demonstrate evidence of student learning.
3. Debrief first with a discussion about what conversations ensued while revising the evidence statements on the poster.
4. Get focused! Facilitator: using the target graphic, complete the portions outlined below.
5. Get specific! On the graphic, be more specific about the evidence of aspects of your teaching practice that led to student-evidence in the center of the graphic. The strategies you select to help students achieve the goals should be varied and empowering for students. Assessors are not looking for the quantity of strategies, but ways in which you engage students in meaningful and empowering strategies that move them towards the goals. When you consider the instructional strategies you will employ in this entry, consider the ways in which you demonstrate the quality of classroom interactions in terms of questioning strategies, discussion protocols, and student engagement with the learning. While there is no, one, set of strategies that is effective with all students, accomplished teachers have a wide variety of strategies and know when to use them.
Note where all certificate standards and portfolio entries start...Students. This is by no accident. As you identify the instructional goals and strategies to assist students in reaching those goals, it's important that your choices demonstrate that you know your students, understand their needs, and relate to how they learn. These forms can be used to help get clear feedback on your videotaped segments. It is important to understand/clarify the difference between a "critique" and "searching for evidence in videos."
This is where the participants will create their own (target) graphic organizer. At our last meeting we thought that they should make their own because of the about of space each participant might need. I will add a sample, so that we have a visual. Julie
Strategies for Group Feedback
Whole group feedback form for watching videos...